ISBN: 9780199736447 - integration interrupted: tracking, black students, and acting white after brown (19 resultados)

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Hardcover. Condición: Like New. First Edition. In nearly new condition: crisp, clean and tight with sharp corners and strong joints. But note: this copy is retired from the publisher?s library, so just showing a number tag affixed to spine. Despite such, looks and feels unread and is now offered for sale at very reasonable price.…

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Condición: New. Print on Demand pp. 240.

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Hardcover. Condición: new. Hardcover. An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, Integration Interrupted argues that when students understand race to be connected with achievement, it is a powerful lessonconveyed by schools, not their peers. Drawing on over ten years of ethnographic research, Karolyn Tyson shows how equating school success with "acting white" arose in the aftermath of Brown v. Board ofEducation through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about "the burden of acting white" emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs andconsequences daily. The rich narratives in Integration Interrupted throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but insteadwith how we organize our schools. Integration Interrupted focuses on the consequences, particularly for black students, of the practice of curriculum tracking in the post-Brown era, and on the relationship between racialized tracking and the emergence of academic excellence as a "white thing," or acting white. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…

Condición: New. PRINT ON DEMAND pp. 240.

Buch. Condición: Neu. Integration Interrupted | Tyson | Buch | Gebunden | Englisch | 2012 | ACADEMIC | EAN 9780199736447 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - There is lots of popular and scholarly concern today about why black students aren't doing better in school. The most popular explanation, the 'acting white' thesis, is that they have a culture that rejects achievement--that students' peer cultures hold them back. As Karolyn Tyson convincingly demonstrates, that is not the main or even a central explanation of black academic underachievement. Instead of looking at the students, Tyson argues that when and where students understand race to be connected with achievement, it is a powerful, if indirect, lesson conveyed by schools. Integration Interrupted focuses on the consequences, particularly for black students, of the practice of curriculum tracking in the post-Brown era, and on the relationship between racialized tracking and the emergence of academic excellence as a 'white thing.' Desegregation may have been officially outlawed over fifty years ago, but race now determines which classes students are in: black students are typically placed in general and remedial classes and whites in advanced classes. In effect, same school, but different schooling. Right after Brown, it was easy to see the deliberate use of tracking to separate kids in schools that courts had mandated integrated. The practice still exists in many schools, though perhaps exercised more subtly, but with same outcome-tracking, including gifted and magnet programs, contributes to distinct racial patterns in achievement. Through ten years of classroom observations and hundreds of interviews with students, parents, and school personnel in thirty schoools, Tyson found that only in very specific circumstances, when black students were drastically underrrepresented in advanced and gifted classes, did anxieties about 'the burden of acting white' emerge. But 'acting white' is not the only nor the most important consequence of tracking for black students. Tyson reveals how the practice influences high achieving black students' conceptions of racial identity, achievement, and getting ahead; what courses they enroll in, who their friends are, and how they navigate peer pressure with being studious. In short, they face many of the same challenges as white youths face but with significant additional burdens.The rich narratives on the lived experience of black students in Integration Interrupted throw light on the complex relationships underlying the academic performance of black students and convincingly demonstrates that the problem lies not with students, but instead with how we organize our schools.…